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Country Case Study on Technical

Vocational Education and Training

(TVET) in Benin

Working Papers, No. 9, September 2019

Authors:

Guy Nouatin

Rubain Bankole

Esaie Gandonou

Johanna M. Kemper

Karina Maldonado-Mariscal

Financed by:

Contact

Faculté des Sciences Agronomiques

Université Abomey-Calavi (UAC)

B.P. 1399 Calavi, Bénin

Tel.: +229 95-065008

Faculté d'Agronomie

Université de Parakou

BP 123 Parakou, Bénin

Tel: +229 96-637237/+229 96-559230.

E-mail: tvet4incomebenin@gmail.co

ETH Zurich

KOF Swiss Economic Institute

Leonhardstrasse 21

8092 Zurich, Switzerland,

KOF ETH Zurich

Project website: https://r4d.tvet4income.ethz.ch/

©UAC & KOF

Country Case Study on Technical Vocational

Education and Training (TVET) in Benin

Authors:

Guy Nouatin

1

Rubain Bankole

1*

Esaie Gandonou

1

Johanna M. Kemper

2

Karina Maldonado-Mariscal

2

Funding:

We thank the Swiss National Science Foundation and the Swiss Agency for Development and Coopera- tion for funding this research.

Acknowledgement:

The authors would like to express their gratitude to the 14 experts who provided information and contributed

on finalizing the asset mapping of TVET programmes existing in the country. We also thank Iwan Alijew

and Thomas Wattendorfer for the English proofreading, formatting and layout of this document. 1 Corresponding Author: Rubain Bankole, e-mail: rubainbankole@yahoo.fr. 2 ETH Zurich, KOF Swiss Economic Institute, Leonhardstrasse 21, 8092 Zurich, Switzerland ii

Country Case Study on Technical

Vocational Education and Training

(TVET) in Benin

Content

List of Figures __________________________________________________________________ iii List of Table ____________________________________________________________________ iii

1 Introduction _______________________________________________________________ 1

2 Concepts and Theoretical Framework to Classify Formal and Non-Formal TVET ______ 3

2.1 Concepts __________________________________________________________________ 3

2.2 Conceptual Framework for Classifying Formal and Non-Formal TVET Programmes ________ 5

3 Method ___________________________________________________________________ 8

3.1 Asset Mapping ______________________________________________________________ 9

3.2 Expert Interviews ____________________________________________________________ 9

3.3 Case Studies ______________________________________________________________ 11

4 Results __________________________________________________________________ 12

4.1 Asset Mapping of Benin ______________________________________________________ 12

4.2 Case studies of Selected TVET Programmes _____________________________________ 13

4.2.1 Formal-formal TVET programme: Lycees Techniques Cycle 1 and 2 ___________________ 17

4.2.2 Formal-informal TVET programme: Certificat de Qualification Professionnelle (CQP) ______ 27

4.2.3 Formal-informal TVET programme: Certificat de Qualification aux Métiers (CQM) _________ 38

4.2.4 Non-formal-informal TVET programme: Informal Apprenticeship ______________________ 40

5 Conclusions and Outlook ___________________________________________________ 45

6 References _______________________________________________________________ 47

Appendix ______________________________________________________________________ 50 Appendix A. Asset Mapping of TVET Programmes in Benin _______________________________ 50 Appe ndix B. Expert Interviews in Benin _______________________________________________ 69

Appendix C: Tables from Case Studies Benin

__________________________________________ 71 iii

List of Figures

Figure 1: Asset mapping according to the six possible categories of formal and non -formal informal

education programmes and informal and formal labour market ................................................................... 6

Figure 2: Education-employment linkage for different types of TVET .......................................................... 7

Figure 3: Curriculum Value Chain (CVC) ..................................................................................................... 7

Figure 5: Overview of the Beninese education system .............................................................................. 15

Figure 6: Employability of some graduates of the technical high schools in Benin in 2008 ....................... 22

List of Table

Table 1: Four categories or "ideal types" of TVET education ....................................................................... 6

Table 2: Criteria for a TVET programme to be included in the asset mapping ............................................. 9

Table 3: Summary of interviews ................................................................................................................. 10

Table 4

: Criteria to select TVET programmes competing in the same category against one another ....... 11 Table 5: Distribution of TVET programmes in Asset Mapping by category and finally selected TVET

programmes for Benin ................................................................................................................................ 13

Table 6: GDP and employment by sector, 2014 ........................................................................................ 17

Table 7: Enrolment in first- and second-cycle secondary education in Benin (2009-2010; 2010-2011 and

2014-2015) ................................................................................................................................................ 18

Table 8: Enrolment and graduation rates for academic year 2014-2015 .................................................. 19

Table 9: Distribution of the training pathways in industry (STI) field .......................................................... 20 Table 10: Development of the operating expenses of the lower education ministry (MESTFP) from 2007-

2011 ............................................................................................................................................................ 23

Table 11: Operating public spending on the technical high schools in 2010-2011 ................................... 23

Table 12: Donors' indirect contribution to technical high schools (FCFA in million) .................................. 24

Table 13: Dispatching of loan contracted by private technical high schools from financial institutions

(2006

-2008) ............................................................................................................................................... 25

Table 14: Financial resources of FODEFCA and number of apprentices in CQP by year ........................ 35

Table 15: Revenue of FODEFCA through the contribution of donors (in millions of dollars 2007-2014) .. 36

Table 16: Apprentices enrolment and grad

uation in the CQM programme ............................................... 39 1

1 Introduction

This country case study provide

s an overview of the landscape of Benin's formal and non-formal technical

vocational education and training (TVET) programmes. In particular, it will provide a more detailed insight

of four of these TVET programmes, its actors and institutions in the form of case studies. The selection of

TVET programmes for the case studies was based on a theoretical framework that classifies TVET pro- gramme s in six categories of formal and non-formal TVET programmes in employment and education sys-

tems. Thereby, we aimed to choose at least one TVET programme per category per country to be described

in a case study, in case there was a TVET programme available for the respective category.

As part of the LELAM-TVET4Income project, this publication for Benin is part of a series of case studies

that have also been published for Costa Rica, Chile and Benin. By selecting countries representing low-

(Benin and Nepal), middle - (Costa Rica) and high-income countries (Chile 1 ), we want to approximate the

heterogeneity of TVET programmes and economic settings of different countries across the world (OECD,

2018:465). In that regard, Benin and Nepal represent countries with a large informal sector (about 80 and

60 percent respectively), where also a

substantial part of the country's TVET activities takes place. These

two countries are also representative for their geographical regions West Africa and East Asia. In contrast,

Costa Rica and Chile represent countries in Middle - and South America, where TVET typically takes place

in schools and labour market informality is much lower (10-40 percent). Benin, Costa Rica, Chile and Nepal

are all part of the LELAM-TVET4Income project (see the box below). In this context, the case studies rep-

resent an important step aiming to better understand the TVET landscape in the four countries. Therefore,

the main purpose of this study is to gather descriptive evidence to trace out particularities, strengths and

difficulties of the countries' TVET programmes.

Of the total of ten TVET programmes found in the asset mapping for Benin, four were selected for an in-

depth analysis in case studies. These comprise the formal secondary TVET programme offered by tech-

nical high-schools (cycle 1 and 2; Lycee techniques), the formal Certificat de Qualification Professionnelle

1

Chile became a high-income economy in 2012 and for the purpose of this study, we considered Chile as a middle-income country (United

Nations, 2014; World Economic Situation

and Prospects report, 2014)

About the LELAM TVET4Income p

roject As summarized by its title: “Linking Education and Labour Markets: Under what conditions can Technical Vocational Education and Training (TVET) improve the income of the youth?" (short title: LELAM TVET4Income), the aim of this project is to find out under what conditions and to what extent TVET can help to improve the labour market situation of the youth - especially in east developed, low and middle-income countries. The project consists of six teams coming from five different countries and four continents: Chile, Costa Rica, Benin, Nepal and Switzer- land. This project is financed jointly by the Swiss National Science Foundation (SNSF) and the Swiss Agency for Development and Cooperation (SDC). For more info, see http://www.r4d.tvet4income.ethz.ch/. Each year, stakeholder teams from these four countries attend the CEMETS Summer Institute (http://www.cemets.ethz.ch/), which is a reform-lab for reform-leaders from all over the world who want to improve their national TVET systems. This study helps practitioners to understand the whole TVET landscape in Benin. 2

(CQP, or Apprentissage Traditionnel de Type Rénové); and Certificat de Qualification aux Metiers (CQM).

And finally, the "informal" apprenticeship programme, which we classify as non-formal programme.

This document is structured as follows. In the second chapter, we introduce some concepts that are im-

portant to guarantee a common understanding of terms used in this study. In addition, we introduce a

theoretical framework that aims to classify and select TVET programmes for the case studies. In the third

chapter, we describe how we conducted an asset mapping and expert interviews to gather information about all TVET programmes in Benin and describe how we selected TVET programmes for the case stud-

ies. In the fourth chapter, we present the results of our selection procedure and describe the selected TVET

programmes in case studies. In the fifth chapter, we give conclusions and outlook of this study. 3

2 Concepts and Theoretical Framework

to Classify Formal and Non-Formal TVET

Worldwide, the understanding and definitions of TVET differ and often depend on the country-specific con-

text. In the following, we provide an overview of the most important definitions and concepts. We then use

these to construct a co nceptual framework for classifying formal and non-formal TVET programmes, which

we use to select TVET programmes for the case studies. In addition, we use the concept of Education and

Employment Linkage (Bolli et al., 2018), which refers to the extent to which education and employment

systems are linked. Finally, we introduce the concept of the Curriculum Value Chain (Renold et al., 2015),

which refers to three steps to develop a curriculum and represents a helpful tool to analyse selected TVET programmes.

2.1 Concepts

Different Definitions of Technical Vocational Education and Training (TVET)

There are many different definitions for TVET

2 . In general, definitions are socially constructed concepts

that are greatly influenced by national and socio-cultural contexts (Renold, forthcoming). Put on an abstract

level, Popper (1994) noted that the definition of a given concept or term - in our case the definition for

TVET - does not stipulate its application. Instead, the application of the concept (e.g. TVET) stipulates its

definition - which makes it a socially constructed concept. Hence, according to Popper (1994), definitions

are always derived from applications ("usage definitions"). At first sight, this implies that definitions for TVET

can only be derived from their applications in real life. However, a definition of TVET can also be derived from theory. Popper (1994) states that the principles of any theory can be understood as an implicit

definition of the "fundamental concepts" it uses. Moreover, application of fundamental concepts to reality

stipulates the definition of this theory. Hence, a definition of TVET does not necessarily need to be derived

from real life applications (concrete examples of TVET programmes), but can also be derived by applying

different theories of TVET.

Following Popper (1994), we conclude that all existing definitions of TVET are "working definitions" and

therefore not very helpful for the purpose of this paper, as we want to capture formal and non -formal TVET programmes for which learn ing may also take place in the formal or informal labour market. Hence, instead

of using one explicit definition of TVET, we suggest a more open approach that tries to define TVET pro-

grammes according to their formality, such as formal and non -formal programmes that may also operate in

the informal or formal labour market. In the following, we provide definitions of formal, non-formal and in-

formal education programmes. These definitions are equally applicable to TVET programmes. 2

See for example: "(...) TVET, as part of lifelong learning, can take place at secondary, post-secondary and tertiary levels and includes

work-based learning and continuing training and professional development which may lead to qualifications. TVET also includes a

wide range of skills development opportunities attuned to national and local contexts. Learning to learn, the development of

literacy and numeracy skills, transversal skills and citizenship skills are integral component s of TVET. (...)" (UNESCO-UNEVOC, 2017a). Or:

"(...) Technical and Vocational Education and Training (TVET) is concerned with the acquisition of knowledge and skills for t

he world

of work. (...) (UNESCO-UNEVOC, 2017a). (...) Throughout the course of history, various terms have been used to describe elements

of the field that are now conceived as comprising TVET. These include: Apprenticeship Training, Vocational Education, Technical

Education, Technical-Vocational Education (TVE), Occupational Education (OE), Vocational Education and Training (VET),

Professional and Vocational Education (PVE), Career and Technical Education (CTE), Workforce Education (WE), Workplace

Education (WE), etc. Several of these terms are commonly used in specific geographic areas. (...)" (UNESCO-UNEVOC, 2017a).

4

Defining Formal Education,

Non-Formal Education and Informal Education

Formal education

Formal education can be provided in educational institutions, such as schools, universities, colleges, or

provided as off-the-job education and training in enterprises' training centres (in-company training centres)

and workplaces (UNESCO-UNEVOC, 2017b). Usually, it is structured in terms of learning objectives, time

or support (from a trainer, instructor or teacher) and typically leads to a formal recognition (diploma,

degrees). Formal education is intentional from the learner's perspective (UNESCO-UNEVOC, 2017c). A

written curriculum laying down the objectives, content, time, means of knowledge acquisition and awarded

degree exists. Diploma/degrees are usually part of the education system and regula ted by the legal framework.

Non-formal education

Non-formal education is embedded in planned activities not explicitly designated as learning (in terms of

learning objectives, learning time or learning support). Education that takes place through a short course

of instruction but does not usually lead to the attainment of a formal qualification or award, for example, in

house professional development programmes conducted in the workplace (UNESCO-UNEVOC, 2017d). Non-formal education is often delivered by educational providers, companies, social partnership

organizations, and public-benefit bodies. In contrast to formal education, non-formal education leads to a

formal degree (diploma) that allows the programme graduate to progress within the formal education system (GTZ, 2017). In non-formal education, a written curriculum may exist.

Informal education

Informal education is not structured in terms of objectives, time or learning support. In most cases, it is

unintentional from the learner's perspective and does not lead to a formal degree. It is the kind of education

resulting from daily life activities related to work, family or leisure. It is often referre d to as experience based learning (e.g. learning -by-doing) and can, to a certain degree, be understood as accidental learning

(UNESCO-UNEVOC, 2017e). A hidden curriculum, that is, lessons that are learned but unwritten, unofficial,

and often not openly intended such as the transmission of norms, values, and beliefs taught in the classroom or social environment (Martin, 1983), may exist.

Pathway, programme and curricula

Similar to the definition of TVET, there is also no unique common understanding for the concepts of "path-

way, programme and curriculum". Any education system can be divided into three nested layers: pathway,

programme and curricula. In the following lines, these descriptions are applied to the TVET context (Renold

et al., 2016).quotesdbs_dbs24.pdfusesText_30

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